GE6413–LANGUAGEPOLI CYANDCURRI CULUM PLANNI NG
GE6413–POLI SIDANPERANCANGANBAHASA: I MPLI KASI NYA TERHADAPPENGAJARANBAHASA
Assi gnmentI I I–Tak eHomePaper Fort hi sa ss i gn ment me ,y ouar et oans weral lt heques t i ons :
1 ) Wh ata r et h epr o c es s e st h atl a ng ua gep l a nn er swo ul dh av et og ot h r o ug hwh enc o nd uc t i n ga s oc i ol i ngui s t i cs ur v ey ?
2) Des c r i bebr i efl y( 1/ 2t o2pages )t hecur r entl i ngui s t i cs i t uat i onandus ei nMa Mal a ys i a.Bas edony our des cr i pt i on,s ugges tl anguagepol i c y/ pol i c i esappr opr i at ef ort hi sc ount r y .
3 ) Wh ats t e pss h ou l dt h eMa Ma l a y s i a ngo v er n me me ntt ak et oe ns ur ee ffe c t i v ei mp l eme nt at i ono ft h esu gg es t ed l anguagepol i c y/ pol i c i es ?
Thi sas si gnmenti st obedonei ndi v i dual l y . Thi sas si gnmentmus tbet y pewr i t t enandoneandhal fs pac i ng.I t s ho ul dbeb et wee n5–10pa ge se x c l u di n gt h et i t l epa ge .Yo umu s ta dh er ec l o se l yt ot h e“ Pa nd ua nMen ul i s T e s i sGa Ga y aUKM. ”Pl e as es u bmi ty o urwr i t t e np ap erb y June12th,2 yJ 01 5.
Introduction
Sociolinguistics is the study of the relationship between language and society. Sociolinguistics can help us understand why we speak differently in various social contexts, and help uncover the social relationships in a community. For example, you probably wouldn't speak the same to your boss at work as you would your friends, or speak to strangers as you would to your family. Sociolinguistics may also wonder whether women and men speak the same as each other. Or why do people the same age or from the same social class or same ethnicity use similar language Sociolinguistics attempts to explain all these !uestions and more. "ltimately, sociolinguistics is everywhere# $o explain all these !uestions there are many different micro and macroapproaches of sociolinguistics such as%
Interactional Sociolinguistics
&ariationist Sociolinguistics
istorical sociolinguistics
(ialectology ) this is e!ually similar to the study of different &arieties of *nglish
(iscourse +nalysis
onversation +nalysis
-anguage planning and policy
1. General facts about the study of sociolinguistics
$here are two approaches to the study of sociolinguistics 'micro' and 'macro'.
Sociolinguistics focuses on 'linguistic performance'.
It is studied in relation to the actual language that is produced and the way it is used in its wider social context.
+s a fairly new discipline areas of in!uiry in the past primarily studied language in relation to 'linguistic competence'.
icro Sociolinguistics
acro Sociolinguistics
$he social and linguistic influence on specific
Studies about language and communication
linguistic features. $hey look at individual
more generally. -ook at language data on a
differences and the way they are used e.g. the
wider scale which leads to generalisations and
variation between 'singing' and 'singin''. /01
conclusions to be identified e.g. the choices made about conversational structure./01
Sociolinguistics looks at the relationship between language use and social behaviours. +s mentioned in earlier sections, sociolinguistics is interested in explaining reasons for speaking differently in different social situations and how language is used to conve y a social meaning. -anguage is constantly used in spoken and written forms. 2ehaviour towards language is a concern shared on an international level by political and educational leaders, as well as the general public, so sociolinguistics is often seen in the headlines.If sociolinguistics is so prominent in society through our own use of language and reports of language use, then surely it is a worthy topic of study $here are endless examples of social behaviour towards language and language users3 including 4elsh nationalists covering up *nglish signs along 4elsh roads. Sociolinguistics became more applicable to the interest of the ordinary person in the 5678s when linguists, focusing in the sociolinguistic field, turned their attention to language variation.
The processes that language planners would have to go through when conducting a sociolinguistic survey .
(epend on the !uestions that the survey is trying to answer. ethods used include collecting word lists 92ender 56:5;, playing recorded texts to assess comprehension 9asad 56:0;, sentence repetition tests 9
riestly ?880;, direct observation 9ooper and arpenter 56: 7;, and even internet surveys 9tafesilafai.org;. +s with any form of research, the methods used depend on the !uestions that the researchers are trying to answer. +lso, the reliability of the results varies according to the method and the rigor with which it is applied, proper sampling techni!ue, etc.
Language as a Social Institution:
-anguage is an essential factor in social life which has a ma@or role in a society. +ccording to &erghese, A$he language of any group, people is the ma@or carrier of those groupBs traditional beliefs and customs and historyB. $herefore sociolinguists see language as a social institution. -anguage as a social institution functions at a collective representation. Saussure 95C:D; has defined language as a social act 9in (urkheims sense; or a social institution. -anguage as an institution however d iffers from others in that it functions at a level or collective representations which unlike individual representation are imposed on
speakers and even dominate them. For him, communication is the primary function of language. $herefore, language develops more by the need of communication than by any other factor and this need to encompass all the aspects of life. +s mentioned by 2ronckert. 2ronckert believes that language in fact is a oncrete institution, it is a usage, an instrument of communication based on a ovenant% Alanguage is based on a primitive contract agreed to by free men3 it adapts to needs, meets new communication needs.. (ifferent languages are selected for different functions in a society. alliday defines three basic semantic functions% interpersonal, ideational and textual functions. $hese functions respectively deal with social relations ships of individual identity, and to construct a recogniEable and situational appropriate discourse 9communicative competence;. $he functional component of a language distinguishes it from other languages. Stewart has described the seven different societal functions by which a language can be distinguished. 5. Official% the legally recogniEed use of language, for example to use the language for education for government. ?. roup% the use of language by members of an ethnic or cultural group. G. -iterary% the use of language for literacy or school writing. 0. $echnical% the use of language for technical and scientific education. D. *ducational% the use of language for educational purposes. 7.
*xample In alaysian besides many languages,are used in peoplesB daily life. 5. other tongue H ative languageJmalay,chinese or tamil ?. ational language H 2ahasa alaysia. G. Official language H 2ahasa alaysia. 0. -anguage of mos!ue H +rabic language for prayers and reading of the Kuran. D.-anguage of hindu temple)$amil language 7.-anguage of hinese temple)antonese In this complex situation language choice for dissemination of information and communication in alaysia is of crucial importance in its economic, educational and social development. It re!uires a review of language policy and appropriate language planning to promote national development in the age of information and communication. Language Planning:
-anguage planning is a recent branch of sociolinguistic which was discovered in 56 78. +ccording to =rishnamurti, it refers to conscious and organiEed efforts by the governments, committees and individual to solve language problems at national level. +lthough there is a large body of literature on language planning, but problems of language development are peculiar to individual language groups of language in different countries and nations. onse!uently, no theory has yet been developed with a power to predict clear solutions under varying conditions. efinition of Language Planning %
4ardhaugh defines3 A-anguage planning is a government authoriEed long term sustained and conscious effort to offer a language functions in a society for the purpose of solving communication.B + language which can be used as a common means of communication, it is in fact a medium of inter communication to overcome the diversity of different mother tongues to have smooth functioning of the institutions and consistent development of the nation3 It is the responsibility of the govern ment to take into account all
available resources and make bold decisions. +ccording to lanning is deliberate language change which is based on the identification of the language.B -anguage problems and issues need to be addressed !uickly3 it is not possible to rely on the slow course natural linguistic evolution to resolve various conflicting language issues but it is !uite possible to change the course of language consciously to meet the social, political, religious and the educational factors. $he -inguist *inar augen has defined the term A-angua ge >lanningB as, M$he activity of preparing a normative orthography, grammar and diction for the guidance of writer and speakers in a non)homogeneous speech communityN $his is of course a practical application of linguistic knowledge. Its planning implies an attempt to guide the development of a language in a specific direction by the ?58 planners. >ragmatics and @udgment must be exercised while making choice among the available linguistic forms. oreover, planners should make deliberate effort to influence and seek the desired results.
Importance of Language Planning:
-anguage planning is important because the selection of a language portrays peopleBs identity. It is the image and reflection of their culture, tradition and heritage. +ccording to rystal, More than an ything else language shows we AbelongB3 providing the most natural badge, a symbol of public and private identity.N 55 In more specific terms he says that Mlanguage c an become a source of displeasure, pride, anxiety, offense, anger and even violence.N Power of Language Planning
In terms of language planning, $ollefson cited by -ondon argues that power is Mthe ability to achieve ones goal and to control ones events through intentional action.N It is not a characteristic of individualsB isolation, but instead individuals exercise power and as a result of their relationship within their institutional structures that provide meaning to their actions and also constrain them. $here is a dynamic relationship between structure and power which is fundamental to both individual action and social organiEation. Foucalt contends that power does not emanate from some central or hierarchical structure
but rather that it flows through society in a sort of Mcapillary action.N owever,
ooper has identified three ma@or types of language planning% Status planning, corpus planning and ac!uisition planning. +lthough all three are interlinked yet they address a different social issue. AStatus planning is linked to the official recognition which national governments attach to various languages especially in case of minority languages and to authoritative attempts to extend or restrict language use in various contexts)))). It includes issues like designation. If the language9s; of instruction in schools and dec isions regarding whether and in which languages ballots may be used. orpus, planning involves activities such as coining news terms, reforming spellings, and modification of old ones, or the selection from alternative forms in a spoken or written code ooper proposes a third ma@or type of language planning, language ac!uisition planning, which follows from this definition% -anguage policy)making involves decisions concerning the teaching and use of language, and their careful formulation by those empowered to do so, for the guidance of others.B 57 $he impacts of language planning are multidimensional. In countries where hundreds of languages are spoken, they face a very complex situation for the selection of the official or national language, because the decision to impose a certain language would lead to gain or loss of the status of language. For example as I see, that in India which is a linguistically and culturally pluralistic society, about 5870 languages are spoken. $herefore, the selection of a language was impossible. owever the $hree -anguage Formula was dev eloped to save the country from conflicting situation. $hough it is a compromise between the demands o f the various pressure groups by designating indi and *nglish as an official language, the government has saved the co untry from a ?5? language controversy. The current linguistic situation and use in "alaysia
*nglish is an indispensable language in these countries. It is not only used for communication but also for other purposes. +ccording to 2askaran, *nglish is referred to as a link language in =enya and igeria, an associate official language in India, an additional language in hana, a bridge language in Singapore, a coordinate language in the >hilippines and a strong second language in alaysia 956CD, p. 76;. +smah 956::; claims that the function of *nglish was first as an official language and then as a second language. She also claims that the languages in alaysia for instance, the hinese dialects and Indian languages are not foreign languages but are considered as the languages of alaysia. evertheless, *nglish had never been referred to as one of the alaysian languages. *nglish is only accepted as a second language, secondary importance in the ranking of languages of alaysia. alaysia was under the 2ritish rule from the late eighteenth until the mid)twentieth centuries. $he colonisation included both >eninsular alaysia and *ast alaysia 9Sabah and Sarawak;. $he 2ritish administration policies 9economic and politics; created a Mnetwork of multi)ethnic, multilingual speech communities via immigration of hinese and IndianN 9>latt 4eber, 56C8, pp. 5)?;. $he alay population which was pre)existent here was governed by state governments headed by Sultans. 4hen, then, the Federation of alaya got its independence in 56D:, alay was adopted as the national language. $hough alay was taken as Mpolitically and constitutionallyN the national language, *nglish was not discarded. $he importance of *nglish in alaya as a legacy of the colonial era was due to% 5; Its position as the only language in post)4orld 4ar II alaya that had appropriate registers for the myriad language domains of a modern nation. ?; $he availability in alaya of the *nglish educa ted inter) ethnic elites as the only non)*uropeans who had the training and experience to administer the new nation 9>latt 4eber, 56C8;. It was agreed then, that alay and *nglish would be used for a ten year transition period. (uring these ten years alay was to enhance and assume prominence in the ma@or domains of language use 9>latt 4eber, 56C8;. +fter 567: no official status was given to *nglish 9+smah, 56C5;. $here were more serious steps taken to strengthen the alay language 92ahasa elayuJ2ahasa alaysia; as the national language. In 5676, the inistry of *ducation initiated a policy whereby all *nglish)medium schools were to become alay)medium, a process which was virtually completed nationwide b y 56CG at the primary and
secondary levels. alay)medium instruction at the tertiary level has increased in recent years 9nearly 588P usage in most faculties;. In recent years the *nglish language has been viewed as an asset to achieve development and to ac!uire knowledge. $here is more emphasis on how to create awareness to take *nglish seriously. ore *nglish teachers are trained locally as well as abroad. $he standard of the S> *nglish paper has been upgraded to coordinate with 5556 * *nglish paper. -owenberg 95665, p. G7:; states that the current status of *nglish in alaysia is Mconstantly developing and ch anging in terms of adapting the norms of *nglish to the political, economic and socio)cultural contexts of contemporary alaysiaN. $he importance to ac!uire this language is again and again stressed by leaders and policy makers. *ven then this is backed with the assurance that this language policy will not threaten the national language 9+nthonysamy, 566:;. +ccording to ill 9?88?;, the development of *nglish can be classified under two phases3 the liberation and expansion phase and the linguistic pragmatism phase. In alaysia, the liberation and expansion phase is where the *nglish language has gone through the nativisation processes and the utilisation of the language for specific purposes namely international communications. $he linguistic pragmatism phase is related to 5668 and current events. $his period is marked due to a distinctive change in policy, rhetoric and tenor from one who relegated *nglish to less importance to an other who marked it as indispensable. $un (r ahathir ohamad, the former >rime inister of alaysia claimed that in order to compete with the advanced countries, alaysians and the other +sian nationalities still have a long way to go.
The Status of #nglish in "alaysia
I 9*ducation First, *nglish >roficiency Index;, which is a global educa tion centre that specialises in academic degrees, educational travel, cultural exchange and language training, alaysia came out first followed by ong =ong, South =orea and Lapan. $he +sian countries were rated at five different proficiency levels3 very high, high, moderate, low and very low. $he report which was
released on arch G8 revealed that alaysia was the only +sian country rated with a high *nglish proficiency level. $an Sri uhyiddin Qassin, the *ducation inister said the Fulbright programme for fun learning is an agreement between the "nited States and the alaysian overnment. 4ith the implementation of this programme, the *nglish proficiency level among students could be improved. $he implementation of a similar programme in the state of $erengganu showed successful results. 2y ?85?, D8 scholars would start under the first phase. 2ased on this programme, the +merican scholars would volunteer to assist in teaching the language. Since there are already teachers assigned to teach the *nglish sub@ect, the scholars will instead teach fun related *nglish activities to encourage students to speak in *nglish during school hours. This Fulbright programme difers rom the Master Teachers’ programme between Malaysia and UK where the aster $eachers guide the alaysian teachers who teach sub@ects related
to *nglish. $hese aster $eachers will go to schools to assist teachers for a week or more on areas to improve the method of teaching in order to improve the language. $he *ducation inistry is to introduce the A$o "phold 2ahasa alaysia and to Strengthen the *nglish languageB 922I; policy in ?85?. 2rightonBs teaching *nglish -anguage -iteracy 9$*--; programme deploys 5?8 *nglish language experts from around the world to mentor and coach approximately ??88 primary school *nglish language teachers. $hey are based in 788 rural schools in =elantan, $erengganu, >ahang, egeri Sembilan, elaka and Lohor. $he company has also established its *nglish -anguage entres, which are rooms within schools dedicated to the teaching and learning of the *nglish language 9$he Sun G, Luly ?85?;. $he 2ritish ouncil reports that the increasing recognition of *nglish as necessar y for good career prospects in alaysia has led to a 58P increase in registration on part)time evening *nglish language courses in the centre 9$he Sun ??, arch ?85?;. overnment was committed to promoting the use of *nglish in schools to ensure the people had a better command of the language. e also mentioned that since *nglish is widely used internationally, there is little choice but to encourage every child to be bilingually proficient in 2ahasa alaysia and *nglish 9S$ 6, arch ?85G;. $he transformation of the education curriculum in the alaysia *ducation (evelopment >lan 9>>>; ?85G)?8?D focuses on the igher Order $hinking Skills 9O$S; concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. O$S are skills which would e!uip students with the ability to apply,
analyse, evaluate and think creatively in and outside the classroom. It is aimed at producing a generation of alaysians who are knowledgeable, have good leadership !ualities, are multi)lingual and have strong moral and religious values, !ualities which would enable them to compete at the global level 9S$ G8, Lanuary ?850, p. :;. $hese are some of the many steps taken to improve the standard of *nglish in alaysia and the education system in general. $his clearly shows that the *nglish language is given importance lately. Steps ta$en by The "alaysian Government.
$he alaysia *ducation 2lueprint ?85G)?8?D has set clear targets that need to be achieved in terms of !uality, e!uity and access within 5G years. $he 2lueprint is the result of a multitude of analyses, interviews, surveys, and research conducted with the support of national and international education experts, officials, teachers, principals, and parents all across alaysia. In addition, through the ational (ialogue conducted earlier this year, almost 5?,888 members of the public and various stakeholder groups were consulted for their ideas and feedback. System aspirations there are five outcomes that this 2lueprint aspires to for the alaysian education system as a whole% access, !uality, e!uity, unity, and efficiency. 5.+ccess% *very alaysian child deserves e!ual access to an education that will enable that child to achieve his or her potential. ?. Kuality% +ll children will have the opportunity to attain an excellent education that is uni!uely alaysian and comparable to the best international systems. G. *!uity% $op)performing school systems deliver the best possible education for every child, regardless of geography, gender, or socioeconomic background. 0. "nity% +s students spend over a !uarter of their time in school from the ages of : t8 5:, schools are in a key position to foster unity. D.*fficiency% $he alaysian education system has always been well)funded, yet improvements in student outcomes have not always matched the resources channelled into the system.
$he inistry of *ducation aims to develop students who are proficient in 2ahasa alaysia and the *nglish language, and who are encouraged to learn an additional language. easures taken will include% 5. Implementing a new =SS< 2ahasa alaysia curriculum for students whose mother tongue is not 2ahasa alaysia in national)type schools or Sekolah Lenis =ebangsaan 9SL=;3 ?.Introducing -I"S ?.8 with an expanded scope to address *nglish language literacy3 G. Strengthening the delivery of *nglish language lessons, for example, via the Oral >roficiency in *nglish language for Secondary School 9O>S *nglish; >rogramme or through a Mset systemN of teaching and learning where students are grouped based on their proficiency levels3 0.Intensifying testing and upskilling of all *nglish language sub@ect teachers ba sed on the ambridge >lacement $est and the +ptis $est D.$esting and upskilling of 2ahasa alaysia sub@ect teachers focusing on ational)type schools3 7.Introducing 2ahasa alaysia and *nglish language remedial interventions and support programmes for students who do not meet the re!uired proficiency level3 :.aking it compulsory for students to pass the *nglish language sub@ect paper at S> from ?8573 and providing access to learning an additional language at primary and secondary level. $he provision for the teaching of other languages besides 2ahasa alaysia and *nglish language is relatively good. +pproximately ?8P of primary school students attend ational)type schools with instruction in either hinese language or $amil and an additional ?P attend religious schools with some instruction in +rabic. +s per the >upilBs Own -anguage >olicy, all government schools are re!uired to offer mother tongue language as a taught sub@ect when at least 5D students re!uest it. "nder the =SS<, every child may also choose to learn an additional language depending on availability of teachers. urrently, 5DP of students pass the optional hinese language, $amil or +rabic papers at S>. Steps or Policy to overcome problems in "alaysian #ducation .
4hat is an education +ccording to Oxford dictionary, an education is the process of receiving or giving systematic instruction. 2ased on this statement, it sounds like the engagement is either b y learning and teaching an instruction given by teachers. 4ould it be good enough for the students ow can this approach help the students to handle difficult situation in the future $he learning process in the classroom is never enough for the students anymore. It takes more than academia to survive in such a stressful working environment. In alaysia, the education system is indeed facing problems in producing competent graduates to face this gruesome and depressing challenging working world. 4hat are the possible problems that caused such a bad system 4hat can be done to create a better education system
Students %re Too #&am'oriented
$he problem of education system in alaysia is that the students are too exam)oriented. (ue to societal pressure, the result is the sole indicator of determining your performance in the school. For many innocent students in alaysia, education means scoring the test papers, ac!uiring more knowledge for the exam, and of course, aiming for higher number of +s# $here is a misconception that higher number of +s indicates the person is smarter . For example, parents and relatives like to compare their own children with the number of +s in result slip or how much salary they can make per month. Instead, the education policy should emphasis to create Lack)of)all)trades students in which utiliEe their talents by being productive in their fields. Students Lac$ Leadership S$ills
+nother problem I see within most students in alaysia is they lack of leadership element. It may sound clichR, but it is crucial to possess this Aa mustB element in every student. $his element cannot be ac!uired through class unless the leadership role is taken by the student. $his is why the roles of class monitor, secretary and treasurer exist even in primary school. owever, how many students are able to take these roles ot so many. 2ased on my experience, there should be
more activities small groups to enable students to take turn in becoming leaders to present on coordinate their activities. Students (ot Good in #nglish
ave you ever heard of teacher)centered learning It is where the teachers would talk and the students would listen. $his kind of approach has made students who can read and write well, but could not communicate with people around them. $his problem usually happens to the people learning second language 9eg. *nglish;. $he education system usually taught students to read and write first before they start to talk. $his approach is actually very bad. ave you ever wondered why you can speak your native language 9alay, $amil, or andarin; so well $his is because you use the language in most conversation
.
I hope the new education blue print would focus more on student centered learning. rimary 5 to >rimary G school should be about fun and learning through fun. 2ooks and exams should be outlawed at these classes. >sychological studies have shown that ages D)6 is the formative age of a person's character so this is the time where teachers should emphasise character building education techni!ues. ake I$ based education a core pillar of the educational system.
)onclusion
2ased on these realities, an appropriate approach and teaching materials have to be selected. It is important to select what is appropriate and suitable for our learners. $herefore, a pragmatic approach would be the best choice to produce students who are proficient in the language. ill 95660; suggests that we adopt the exonormative norms and adapt according to our situation. $hus, the gove rnment should guide our teachers to perform better based on an endonormative model instead of spending money on foreign teachers and an appropriate learning theory relevant to our students, preferably the constructivist approach.
+ccording to &ygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. $hus, with the Standard alaysian *nglish, our students will be able to mediate well with their social environments as the Standard alaysian *nglish itself has cultural related elements which will enable the learners to communicate their needs conveniently and appropriately. "nity, a vital component in alaysiaBs truly uni!ue social context, is a key factor in realising a society of balanced and harmonious individuals as envisioned in the ational *ducation >hilosophy. $here is a strong influence of the national language or 2ahasa alaysia over the learning of *nglish among alaysian learners. $he teaching of *nglish in our classrooms that emphasiEes rote) learning and the mastery of specific language skills that are then tested via examinations should be revised. + language curriculum that advances on inclusive, learning)by)doing experiences would encourage a more meaningful learning. +n improved *nglish language curriculum that operates on reflective learning pedagogy would encourage learners to become independent and critical language learners, in line with the current trends in language learning. *xposure to the language and opportunities to use the language should be increased. onducive *nglish language environment should be created. $he use of the language should be increased as language is a tool, a skill to be ac!uired for communication, not a sub@ect to be mastered or a set of rules to be memoriEed.
*eferences
http%JJprr.hec.gov.pkJhaptersJ05DS)7.pdf http%JJfiles.eric.ed.govJfulltextJ*(5805:8.pdf https%JJsites.google.comJaJsheffield.ac.ukJall)about)linguisticsJbranchesJsociolinguisticsJexample) research)))@enny)cheshire https%JJcourses.nus.edu.sgJcourseJellooibyJupholdingstandards)vincentooi.pdf https%JJwww.academia.eduJ?0GGD50Jalaysian*nglishFromtheoldtothenew http%JJwww.recom.orgJforumJshowthread.php:D00)ow)to)improve)alaysia)s)primary)and) secondary)education)system
+ournals
Status of *nglish in alaysia Lantmary $hirusanku5 elor d Qunus5 5 Faculty of *ducation, ational "niversity of alaysia, "=, 2angi, Selangor (arul *hsan, alaysia +bd hani, +lias. 566D.&ariability in interlanguage phonology of alaysian learners of *nglish "niversity of -eeds% >h( thesis.
usa, . ., -ie, =. Q., +Eman, . 9?85?;. *xploring *nglish -anguage -earning +nd $eaching In alaysia *+ OnlineT Lournal of -anguage Studies, 5?95;. unan, (. 9?88G;.
$he Impact of *nglish as a lobal -anguage on *ducational >olicies and >ractices in the +sia)>acific illay, (. 9566D; Fragments of a &ision% + ase Study of the Implementation of an *nglish -anguage urriculum >rogrammes in Five alaysian Schools. "npublished >h.(. $hesis, "niversity of *ast +nglia.
+non. 95666;. ahathir ohamad. $he Sun. +non. 9?855;. a@ib proud of alaysiaBs *nglish proficiency. ew Straits $imes, C. +non. 9?85?;.*nglish test not meant to belittle them. ew Straits $imes, 7. =ementerian >ela@aran alaysia. 9?855;. 2enefits of 22I% apable of producing generation fluent in 2ahasa alaysia and *nglish. ew Straits $imes, ?G.
